Abstract

In the study of law, postmodernism's interpretive turn has given rise to a wealth of scholarship analyzing the relationship of law's rhetoric to its social, cultural, and political contexts. This shift has influenced some teaching of “substantive” law school courses. At the university level, the interpretive turn has prompted composition scholars to reconsider how the teaching of writing is implicated, but no similar shift has occurred in legal writing pedagogy. Instead, those teaching legal writing largely teach as they were taught, emphasizing the use of rhetoric as a tool for successful lawyering. Legal writing professors must move beyond this narrow conception of rhetoric to help students become adept at the discourse of the legal community and capable of critically evaluating it.

Journal
Journal of Business and Technical Communication
Published
1996-04-01
DOI
10.1177/1050651996010002006
Open Access
Closed
Topics

Citation Context

Cited by in this index (4)

  1. Technical Communication Quarterly
  2. Technical Communication Quarterly
  3. Technical Communication Quarterly
  4. Journal of Technical Writing and Communication

Cites in this index (0)

No references match articles in this index.

Also cites 8 works outside this index ↓
  1. 10.2307/377477
  2. 10.2307/376707
  3. 10.1111/j.1468-2230.1986.tb01703.x
  4. 10.1093/ojls/4.1.88
  5. 10.2307/357846
  6. 10.1080/00335639009383935
  7. 10.2307/377298
  8. 10.2307/377955
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